Vision and Mission

Vision

The vision of the program is to become a nationally and internationally recognized, preferred, and trusted institution in the field of educational sciences and primary teacher education, distinguished and emulated for its activities in quality teacher training, research, and social contribution. In alignment with this vision, and consistent with the Turkish Higher Education Qualifications Framework, the Twelfth Development Plan, and the Strategic Plan of Süleyman Demirel University, the program aims to create an innovative, research-oriented academic environment with a high level of quality assurance, open to international collaborations in the field of teacher education.

Mission

The mission of the Primary Teacher Education Undergraduate Program is to train qualified primary school teachers who attend to the cognitive, affective, social, and physical development of every child learning at the primary school level. The program aims to provide a professional formation that adopts student-centered, inclusive, and evidence-based teaching approaches, and prioritizes children’s rights and professional ethical principles. Accordingly, it targets enabling prospective teachers to acquire in-depth subject matter and pedagogical content knowledge across all subject areas of primary education, as well as to develop competence in assessment and evaluation, classroom management, differentiated instruction, digital pedagogical skills, and school-family-community collaboration.

Within the scope of its mission, the program focuses on training teachers who are committed to the principles and reforms of Atatürk, sensitive to national, spiritual, and universal values, aware of social responsibility and sustainability, and who regard lifelong learning as an integral part of their profession. Through collaborations with schools in Isparta and its surrounding regions, as well as through school experience and teaching practice courses, the program aims to support prospective teachers in real classroom settings, thereby enabling them to graduate as professionals who relate their theoretical knowledge to field‑based needs and generate evidence‑based, innovative solutions to problems.